LITERACY PROJECT

“THE WORD IS A WEAPON LOADED WITH THE FUTURE” LUIS CERNUDA

RATIONALE:

TO TALK ABOUT INITIAL LITERACY IN THE FIRST CYCLE IS TO TALK ABOUT READING AND WRITING,
ISSUES THAT COVER MUCH MORE THAN ACCESS TO VERBAL ENCODING-DECODING OPERATIONS.
IT IS LAYING THE FOUNDATIONS, THE MATRIX FOR SCHOOLING, UNDERSTOOD AS THE POSSIBILITY
THAT EVERY PERSON AND COMMUNITY HAS TO BE ABLE TO THINK, SAY, UNDERSTAND, DISSENT...
IN FINAL, APPROPRIATE THE SPEECHES OF OTHERS AND PRODUCE THEIR OWN.

LITERACY IS NOT A MINOR TASK, SINCE IT WILL GIVE YOU THE OPPORTUNITY TO FEEL A CITIZEN,
TO EXERCISE YOUR RIGHTS, FULFILL YOUR DUTIES, ACT. AND AS A LITTLE INHABITANT: RESPECT
AND BE RESPECTED. CERTAINLY, AS PAULO FREIRE SAYS: “LITERACY IS AN ACT POLITICAL AND AN
ACT OF KNOWLEDGE, AND FOR THAT VERY A CREATIVE ACT.”

THE TEACHERS OF THIS SCHOOL CONSIDER WHEN PRESENTING THIS PROJECT, THAT READING
AND WRITING ARE EXCELLENT WAYS TO ACCESS A MORE DEVELOPED USE OF THE LANGUAGE, A
LANGUAGE THAT CAN CONSTITUTE A TERRIBLE SOCIAL BARRIER. THIS IS THAT THE LANGUAGE IS A
PASSPORT ESSENTIAL TO FIND A PLACE IN SOCIETY. IN THIS SENSE WE OBSERVE A LACK OF SOCIO-
FAMILY INVOLVEMENT, SINCE IN MOST CASES THERE ARE NO BOOKS OR ADULT READERS
FORMING THE SOCIO-AFFECTIVE FRAMEWORK NECESSARY TO REINFORCE READING AND
WRITING.

THIS RESULTS IN THE “MATTHEW EFFECT”, THE FIRST TO NOTICE THE EXISTENCE OF PHENOMENA
WITH BOTH DOUBLE AND CONTRASTING IMPACT THAT LEADS TO BOYS AND GIRLS FROM
CULTURALLY RICH CONTEXTS BENEFIT FROM READING AND WRITING PRACTICES BEFORE
KNOWING HOW TO READ. WHICH ALLOWS THEM TO GET GREATER SCHOOL PERFORMANCE
FROM THESE PRACTICES, WHILE CHILDREN WHO LACK IT (OUR STUDENTS) HAVE MORE
DIFFICULTIES CARRYING OUT THEM AND ALSO DO NOT GET AS MUCH BENEFIT FROM THEIR
SCHOOLING.

GOALS :

 STRENGTHEN INITIAL LITERACY IN THE FIRST CYCLE, UNDERSTANDING THAT IT IS A

PROCESS THAT ALLOWS ENTRANCE INTO THE DOMAIN OF THE WRITTEN LANGUAGE AND
LAYS THE FOUNDATION FOR THE APPROPRIATION OF THE WRITTEN LANGUAGE SYSTEM
AND READING AND WRITING SKILLS.
 FAVOR STUDENTS IN SITUATIONS OF VULNERABILITY, PROVIDING THEM WITH A
PEDAGOGICAL SPACE ACCORDING TO THEIR PARTICULAR NEEDS.
 ARTICULATE PROPOSALS WITH TEACHERS IN THEIR DIFFERENT ROLES AND POSITIONS
AIMED AT OPTIMIZING THE PEDAGOGICAL QUALITY FOR ALL STUDENTS.
 GENERATE AND/OR REINFORCE THE LINK WITH THE WRITTEN CULTURE, CREATING
SPACES THAT ENCOURAGE INTERACTION WITH WHAT IS WRITTEN.
 STRENGTHEN THE WORK OF THE TEACHER IN THE PROCESS OF INITIATION OF LITERACY, A
WORK THAT HAS TWO CENTRAL FACETS: BUILDING A TRUE LITERACY ENVIRONMENT IN
THE CLASSROOM AND HELPING STUDENTS WHO NEED IT WITH SPECIFIC INTERVENTIONS
ACCORDING TO THE LEVEL OF CONCEPTUALIZATION THAT THESE CHILDREN BE AWARE OF
THE WRITING SYSTEM.

ACTIVITY PLAN

 REVIEW TEACHING PRACTICES TO IMPROVE STRATEGIES FOR TEACHING WRITING.

 ORGANIZE A LITERACY ENVIRONMENT IN SUCH A WAY THAT STUDENTS HAVE
OPPORTUNITIES TO INTERACT WITH READING AND WRITING DURING THE SCHOOL DAY
AND IN MANY DIFFERENT WAYS. THE LITERACY ENVIRONMENT MEANS THE PHYSICAL
ASPECT (BOOKS, NEWSPAPERS, MAGAZINES) AND ALSO INCLUDES THE FACT PERFORM
READING AND WRITING ACTS IN FRONT OF AND WITH CHILDREN. IN THIS SENSE, WE
MUST STRESS THE IMPORTANCE OF TEACHERS READING A LOT TO CHILDREN SO THAT
THEY COME IN CONTACT WITH THE CHARACTERISTICS OF THE WRITTEN TEXTS BEFORE
BEING ABLE READ THEM THEMSELVES.
 CONTRIBUTION FROM PHYSICAL EDUCATION TO LITERACY:
PE HAS A VERY IMPORTANT ROLE IN MAKING ITS CONTRIBUTION TO LITERACY. IN YOUR
FIELD OF ACTION (THE COURTYARD) YOU CAN USE DIFFERENT STRATEGIES IN A PLAYFUL
WAY TO FACILITATE YOUR LEARNING. FROM THE SIMPLE TO THE MOST COMPLEX,
ACTIONS SUCH AS: INDIVIDUAL WORK, IN GROUPS OR COLLECTIVES WHERE THE CHILD OR
EDUCATION IS STIMULATED THROUGH PLAY.
AS A BASIS TO INCORPORATE ELECTRO-WRITING CONCEPTS, VARIOUS ACTIVITIES CAN BE
DEVELOPED WITH GAMES SUCH AS LATERALITY (DOWN-UP, INSIDE-OUT, RIGHT-LEFT,
HIGH-LOW).
ONCE THE ABOVE CONCEPT IS INCORPORATED, MORE SPECIFIC GAMES CAN BE ADDED TO
READING AND/OR WRITING, E.G., LETTER SEARCH GAMES, WORD SEARCH GAMES,
SENTENCE CONSTRUCTION GAMES, INTERCALATE WITH NUMBERS TO BE ABLE TO
DIFFERENTIATE THEM.

PROJECT EVALUATION :
IT WILL BE CARRIED OUT ON A PERMANENT AND CONTINUOUS BASIS, THROUGH
SYSTEMATIZED INFORMATION AND RECORDS OF THE LEARNING PROCESSES. TEACHERS,
LIKE STUDENTS, SHOULD THINK, READ, REVIEW AND QUESTION THEIR OWN IDEAS, ASK
FOR INFORMATION, SHARE CONCERNS, INTERACT WITH THEIR PEERS WHO ARE IN THE
SAME SEARCH, TAKING ON THE SAME WORK, WHICH WILL ALLOW US TO ENRICH
OURSELVES PERSONALLY AND PROFESSIONALLY.